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Eduweb, 2023, abril-junio, v.17, n.2. ISSN: 1856-7576
DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.9
Cómo citar:
Kuznetsova, H., Panasenko, A., Luchkina, L., Zenchenko, T., & Danylchenko, I. (2023). Dialogic learning as means of forming the
communication skills of higher education students. Revista Eduweb, 17(2), 101-115.
https://doi.org/10.46502/issn.1856-7576/2023.17.02.9
Dialogic learning as means of forming the communication
skills of higher education students
El aprendizaje dialógico como medio para formar las habilidades
comunicativas de los estudiantes de educación superior
Halyna Kuznetsova
prorektor15@gmail.com
https://orcid.org/0000-0002-3863-1911
Associated Professor, Candidate Pedagogical Science, Department of Ukrainian Language, Literature and
Teaching Methods, Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Ukraine.
Alona Panasenko
alona.panasenko@gati.snau.edu.ua
https://orcid.org/0000-0002-1224-1261
Lecturer, Foreign Language Cycle Comission, Separated Structural Subdivision “Hlukhiv Agrotechnical
Professional College of Sumy National Agrarian University”, Ukraine.
Postdraduate Student, Department of Technological and Professional Education,
Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Ukraine.
Liubov Luchkina
Lucljuba5@gmail.com
https://orcid.org/0000-0003-4661-0392
Associated Professor, Candidate Pedagogical Science, Department of Ukrainian Language, Literature and
Teaching Methods, Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Ukraine.
Tetiana Zenchenko
tatianazenchenko@ukr.net
https://orcid.org/0000-0003-3589-4780
Associated Professor, Candidate Pedagogical Science, Department of Primary Education Theory and
Methods, Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Ukraine.
Iryna Danylchenko
irinadanulchenko1@gmail.com
https://orcid.org/0000-0002-5406-7062
Associated Professor, Candidate Pedagogical Science, Department of Preschool Pedagogy and
Psychology, Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Ukraine.
Recibido: 12/02/23
Aceptado: 01/04/23
Abstract
The research aims to establish a pattern of promoting the introduction of dialogic learning as a means
of forming the communicative abilities of higher education students. This can be achieved by surveying
students on the Internet to determine the ability of educational institutions to form communicative
competence in higher education students. The study revealed that the method of modeling situations
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Halyna Kuznetsova, Alona Panasenko, Lubov Luchkina, Tetiana Zenchenko, Iryna Danylchenko
in educational activities (9 8.3%), intellectual games (94.1%), communicative games (93.8%), the
method of dialogic interaction (92.4%), the case method (89.8%), and the educational discussion
(89.2%) contribute to the formation of communicative abilities in higher education students. It has
been determined that teachers use exercises to translate international words into their native language
in the process of dialogic communication (95.5%), communicative exercises aimed at using the
learned lexical material in speech and close to the natural process of communication (95.3%),
exercises to compare words with their definitions in their native or foreign languages (89.5%), etc. to
form communicative competence in higher education students in the process of applying dialogic
teaching. Based on the study, it was found that the successful implementation of dialogic teaching to
ensure the formation of communicative abilities in higher education students based on a
communicative approach contributes to the formation of certain skills in higher education students.
Keywords: Dialogic learning, higher education students, communication skills, educational
institutions.
Resumen
La investigación tiene como objetivo establecer un patrón de promoción de la introducción del
aprendizaje dialógico como medio para formar las habilidades comunicativas de los estudiantes de
educación superior. Esto se puede lograr encuestando a los estudiantes en Internet para determinar
la capacidad de las instituciones educativas para formar competencias comunicativas en los
estudiantes de educación superior. El estudio reveló que el método de modelación de situaciones en
actividades educativas (98,3%), juegos intelectuales (94,1%), juegos comunicativos (93,8%), método
de interacción dialógica (92,4%), método de casos (89,8%) y la discusión educativa (89,2%)
contribuyen a la formación de habilidades comunicativas en los estudiantes de educación superior. Se
ha determinado que los docentes utilizan ejercicios para traducir palabras internacionales a su lengua
materna en el proceso de comunicación dialógica (95,5%), ejercicios comunicativos orientados a
utilizar el material léxico aprendido en el habla y cercanos al proceso natural de comunicación (95,3%).
, ejercicios de comparación de palabras con sus definiciones en su lengua materna o extranjera
(89,5%), etc. para formar la competencia comunicativa en estudiantes de educación superior en
proceso de aplicación de la enseñanza dialógica. Con base en el estudio, se encontró que la
implementación exitosa de la enseñanza dialógica para asegurar la formación de habilidades
comunicativas en los estudiantes de educación superior a partir de un enfoque comunicativo
contribuye a la formación de ciertas habilidades en los estudiantes de educación superior.
Palabras clave: Aprendizaje dialógico, estudiantes de educación superior, habilidades comunicativas,
instituciones educativas.
1. Introduction
The modern concept of higher education determines the organization of the educational process based
on the development of a set of basic competencies of a general cultural and professional nature that
are required by higher education students in their respective fields of activity. The main tasks facing
higher education students are to master all categories of speech activity and to acquire professional
communication skills that are formed and developed through the use of dialogic learning in the
educational process. These requirements for higher education applicants are caused by the need to
develop a high level of professional and communicative competence in future specialists. It is certainly
unlikely to occur without the use of dialogic learning in the educational process (SevaraBaxodirovna
et al., 2021).
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Among the general competencies of higher education students, the ability to communicate in foreign
languages is noted as one of the most important. It is worth considering the current trends in modern
society to ensure the intensification of interpersonal, interethnic, and international contacts. The
problem of improving the level of foreign language proficiency of higher education students in
differentiated specialties as an important means of professional communication for future
professionals is considered particularly relevant for the education sector. In this regard, the main task
of a modern higher education institution is to train not only competent specialists for the relevant field
but also to develop language competencies in higher education students who can implement effective
professional activities and ensure communication with foreign partners in their language (Ministry of
Education and Science of Ukraine, 2010).
On an international scale, any professional activity involves partnerships, which are mainly carried out
in the form of dialogic communication. This allows for action, problem-solving, persuasion, and
implementation of solutions, as well as for shaping a favorable business environment, creating a
positive team climate, and establishing effective relationships with clients and partners (Chorniy, 2010;
Savchak et al., 2020).
In the process of oral communication - learning a foreign language promotes the process of forming
professionally oriented communicative competence. It consists of developing the ability of higher
education students to communicate professionally with clients and partners in a foreign language
(Bakirova, 2022). Special attention should be paid to working on vocabulary. The leading role in this
process belongs to dialogic learning, which contributes to the development of communicative
competence, without which any communication process is impossible (Sadenova et al., 2017). Thus,
modern principles of higher education provide the organization of the educational process in the
discipline of "foreign language" based on the use of dialogic learning, which plays an important role
in future professional activities (Bakirova, 2022).
The research aims to establish a pattern of promoting the introduction of dialogic learning as a means
of forming the communicative abilities of higher education students. To do this, it is required to survey
students on the Internet to establish the ability of educational institutions to form communicative
competence in higher education students.
Research objectives of the article:
− to survey students to identify certain signs of the formation of communicative competence in
higher education students when applying dialogic teaching.
− to determine the dynamics of the formation of communicative competence in higher education
students when applying dialogic teaching.
− to distinguish between methods and techniques of dialogic teaching in the process of forming
communicative abilities in higher education students.
− to determine the advantages of dialogic teaching in the process of forming communicative abilities
in higher education students.
− to analyze the trends in the use of dialogic teaching for the formation of communicative
competence in higher education students in 2022-2023.
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Halyna Kuznetsova, Alona Panasenko, Lubov Luchkina, Tetiana Zenchenko, Iryna Danylchenko
2. Literature review
The relevance of research in the field of education, science, and culture in the current realities of
educational development is beyond doubt. This is because these trends accentuate intercultural and
interethnic communication. Modern scholars pay considerable attention to the study of dialogic
learning as a means of forming communicative abilities in higher education students (Coman et al.,
2020; Babu & Sridevi, 2018).
Dialogic learning is noted as a method of teaching that counteracts monologic discourse, which is the
most common method in standard foreign language textbooks or in lectures where teachers play an
authoritarian role in the transfer of knowledge (Matusov, 2009). The role of a pedagogue who uses
dialogic learning is not to control the audience, but rather to facilitate and engage students in learning
activities (Sewell, 2011; Teo, 2013; Teo, 2019).
Dialogic learning is noted as not just organizing any conversation where teachers and students or
students and students exchange their statements. Dialogue should include more intentional
communication that encourages interaction among higher education students and questions their
opinions. To apply dialogic learning in the classroom, the instructor should create an appropriate
environment and tasks that will promote the use of this approach (Kamolwan, 2021).
Dialogic learning is a pedagogical approach that enables teachers and students to collaborate and
build on each other's ideas to improve learning outcomes (Hennessy et al., 2011). Dialogic learning
focuses on the establishment of dialogic processes in which both teachers and students act as
questioners in a dialogic exchange during the learning process (Haneda & Wells, 2008; Lyle, 2008).
In traditional didactic teaching, teachers strive to disseminate information, while higher education
students act as passive recipients of knowledge with limited participation in the dialogue during the
lecture (Chow et al., 2021; Alexander, 2008; Hennessy, 2017; Lee, 2016; Skidmore, 2006).
Dialogic teaching is noted as a strategy that has the potential to improve the communication skills of
higher education students through a high level of interaction between the teacher and students and
meaningful communication in the classroom. Dialogic teaching is aimed at encouraging higher
education students to use "complex statements" in the process of communication that reflect their
thinking with argumentation, thereby contributing to the stimulation of higher education students to
engage in productive work (Alexander, 2008).
Higher education students need to learn how to create interpretations, as dialogic learning has the
potential to increase their cognitive thinking (Resnick et al., 2015). Alexander R. stated that dialogic
learning has five key principles. The first is reciprocity, where teachers and higher education students
listen to each other and exchange differentiated ideas and points of view. The next principle is
collectivity, where learning tasks are solved by the teacher and the student or by the whole class. The
next is the principle of accumulation, where teachers and higher education students form personal
ideas and each other's ideas. The fourth principle is support, where higher education students express
their ideas freely and without fear of being judged for wrong answers. The last principle is
purposefulness, where teachers guide the classroom conversation through relevant learning objectives
(Alexander, 2006).
Dialogic teaching is a pedagogical process that seeks to shift classroom conversation from rote learning
to productive interaction between teachers and their students. A significant number of scientific studies
have emphasized the potential of dialogic teaching to improve students' speaking skills. Dialogic
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speaking is the basis of dialogic teaching, which is based on the social constructivist approach
(Alexander, 2006; Hardman, 2008; Lyle, 2008; Mercer & Dawes, 2008; Wells & Ball, 2008).
Dialogic learning involves the extended and supported use of conversation by higher education
students, which includes open-ended questions, reflection, the extended exchange of ideas, authentic
feedback, and the perception/development of others' ideas, etc. (Alexander, 2008; O’Connor &
Michaels, 2007). Depending on the specific learning objectives, teachers should be able to flexibly use
different types of conversation, including recitation, presentation, or discussion (Halloush et al., 2021;
Reznitskaya et al., 2009; Soter et al., 2008).
Dialogic teaching can be used in foreign language learning, where the focus is on developing language
skills. Through dialogic learning, higher education students have the opportunity to learn and improve
their foreign language skills through joint dialogues and group activities (Barekat & Mohammadi, 2014;
Doukmak, 2014; Gupta, Lee, 2015; Shea, 2018). One of the likely reasons for the lack of analytical
attention to dialogic learning in foreign language learning and applied linguistics is the recent trend
toward so-called "trans" approaches, such as translingual practices (Cenoz, Gorter, 2020; Daniel et
al., 2019; Garcia & Wei, 2014; Wei, 2018). Dialogic learning is important because it generates a
diversity of voices and points of view. This is crucial in language classrooms because they provide
opportunities for learners to ask questions. Moreover, good dialogue allows students to learn from
each other and educators to learn from their students (Kamolwan, 2021).
Similar to other approaches, such as instructional and academic conversations, dialogic learning
encourages teachers to actively encourage students to engage in a dialogue that is guided by the
responses of the students to the teacher's questions. However, compared to instructional and
academic conversations, dialogic learning is more systematic due to its PEER sequence and CROWD
question structure. In the PEER sequence, repetition ensures that higher education students
understand and can practice the answers that the teacher has evaluated and expanded, which in turn
is important to help teachers achieve the learning objectives (Chow et al., 2021).
Thus, in the professional sphere, dialogic communication is understood as the ability to effectively
participate in communication, as well as to set its main goals and objectives. It is important to have a
proper position on fundamental issues in the process of communication; to be able to feel the
personality, mood, and character of the partner in the course of communication. It is also necessary
to conduct interviews, negotiations, discussions, etc., and to have a high level of professional and
communicative competence. This allows you to find the best solutions when discussing problems;
apply communication strategies and tactics; listen and ask questions; apply etiquette to achieve the
communication goal; follow language rules (Savchak et al., 2020).
Thus, the problem of dialogic teaching as a means of developing the communicative abilities of higher
education students and the study of obstacles to the formation of communicative competence in
higher education students is insignificantly reflected in scientific publications in the form of theoretical
research and practical research. However, the issue of promoting the implementation of dialogic
learning as a means of forming the communicative abilities of higher education students in educational
institutions remains relevant and open for further research.
3. Materials and Methods
The realization of the purpose of this study involves the use of such research methods as:
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Halyna Kuznetsova, Alona Panasenko, Lubov Luchkina, Tetiana Zenchenko, Iryna Danylchenko
− systematic and logical analysis to determine the result of the formation of communicative
competence in higher education students when applying dialogic learning;
− the method of information synthesis to determine the benefits of dialogic learning in the process
of forming communicative abilities in higher education students based on a communicative
approach;
− generalization of the latest scientific publications related to the analysis of methods, tools, and
techniques used to study trends in the use of dialogic learning for the formation of communicative
competence in higher education students in 2022-2023;
− a comparison method for distinguishing between methods and techniques of dialogic teaching in
the process of forming communicative abilities in higher education students.
Determination of certain signs of the formation of communicative competence in higher education
students when using dialogic teaching was carried out using descriptive statistics. Its data were
provided as a result of a survey using MS Forms Pro. The survey was conducted to determine the
perceptions of higher education students about the ability of educational institutions to form
communicative competence in higher education students when applying dialogic teaching. An online
survey was conducted from October 27, 2022, to February 10, 2023, collecting information from 2,500
students at Taras Shevchenko National University of Kyiv, Ivan Franko National University of Lviv
(LNU), V. N. Karazin Kharkiv National University, Oles Honchar Dnipro National University (DNU), and
Kyiv National Economic University named after Vadym Hetman. These participants answered questions
about their learning experiences, motivation, expectations, and overall satisfaction with the use of
dialogic learning for communicative competence. This online survey addressed the following research
questions: 1. What methods, and techniques of dialogic teaching best contribute to the formation of
communicative abilities of higher education students? 2. What exercises are used by teachers in
dialogic teaching to develop communicative competence in higher education students? 3. What are
the advantages of dialogic teaching in the process of forming communicative abilities of higher
education students based on the communicative approach?
4. Results
To analyze the use of dialogic teaching as a means of forming the communicative abilities of higher
education students in 2022-2023, a survey was conducted among students of Taras Shevchenko
National University of Kyiv, Ivan Franko National University of Lviv (LNU), V. N. Karazin Kharkiv
National University, Oles Honchar Dnipro National University (DNU), Kyiv National Economic University
named after Vadym Hetman, who answered the following questions: "What methods, techniques of
dialogic teaching best contribute to the formation of higher education students' communication skills?"
students indicated that they most often use: the method of modeling situations in educational activities
(98.3%), intellectual games (94.1%), communication games (93.8%), the method of dialogic
interaction (92.4%), the case method (89.8%) and educational discussion (89.2%) (Figure 1).
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Figure 1.
What methods, and techniques of dialogic teaching best contribute to the formation of
communication skills in higher education students?
Source: Compiled by the authors.
Based on the survey, it was found that teachers use certain exercises to form communicative
competence in higher education students in the process of applying dialogic teaching. These include
exercises on translating international words into the native language in the process of dialogic
communication (95.5%), communicative exercises aimed at using the learned lexical material in
speech and close to the natural process of communication (95.3%), exercises on comparing words
with their definitions in the native or foreign languages (89.5%) (Figure 2).
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A scholarly conversation
Academic conversation
The method of dialogic interaction
Situational exercises
Brainstorming method
Didactic game
Role-playing game
Intellectual game
Communicative game
Case method
The method of modeling situations in
educational activities
Interactive method "Microphone"
Educational discussion
Cognitive games and competitions
Problem- and speech situations-modeling
Taras Shevchenko National University of Kyiv Ivan Franko National University of Lviv (LNU)
V. N. Karazin Kharkiv National University Oles Honchar Dnipro National University (DNU)
Kyiv National Economic University named after Vadym Hetman
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Halyna Kuznetsova, Alona Panasenko, Lubov Luchkina, Tetiana Zenchenko, Iryna Danylchenko
Figure 2.
What exercises are used by teachers in dialogic teaching to develop communicative
competence in higher education students?
Source: Compiled by the authors.
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Exercises for students to master the culture of speech behavior
Exercises on translating international words into the native
language in the process of dialogic communication
Exercises to translate words using word-forming elements in
dialogic communication
Exercises for replacing native language words with
corresponding foreign words in the process of dialogic
communication
Imitation (repetitive) exercises used mainly to memorize the
graphic and sound forms of new vocabulary items, as well as to
create associations
Differential exercises aimed at identifying common and
distinctive features of the studied vocabulary items
Substitution (constructive) exercises used to automate the
mechanism of choice when building messages by analogy,
when new vocabulary items are used in already known…
Transformational exercises that involve a specific
transformation of a sentence or its part, aimed at replacing,
expanding or shortening it
Reproductive exercises that involve learners in reproducing
cues with the studied lexical items
Communicative exercises aimed at using the learned lexical
material in speech and close to the natural process of
communication
Metacognitive
Cognitive
Affective
Compassionate
Social
Memorization
Exercises to develop the ability to use strategies in
communication
Taras Shevchenko National University of Kyiv
Ivan Franko National University of Lviv (LNU)
V. N. Karazin Kharkiv National University
Oles Honchar Dnipro National University (DNU)
Kyiv National Economic University named after Vadym Hetman
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To assess the effectiveness of using dialogic teaching to develop communicative competence in higher
education students in 2022-2023, a significant number of students noted that dialogic teaching has a
positive impact on the development of communicative competence in higher education students
(95.5%). A smaller number (3.3%) were not sure about the positive impact of dialogic teaching on
the development of communicative competence in higher education students. The remaining
respondents noted that dialogic teaching for the development of communicative competence in higher
education students has certain disadvantages (1.2%) (Figure 3).
Figure 3.
Analysis of trends in the use of dialogic teaching for the formation of communicative
competence in higher education students in 2022-2023.
Source: Compiled by the authors.
Figure 4. shows the result of the formation of communicative competence in higher education students
when applying dialogic learning.
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Taras Shevchenko National University of Kyiv
Ivan Franko National University of Lviv (LNU)
V. N. Karazin Kharkiv National University
Oles Honchar Dnipro National University (DNU)
Kyiv National Economic University named after Vadym
Hetman
Dialogic teaching has a positive impact on the formation of communicative competence in higher education students
The use of dialogic teaching for the development of communicative competence in higher education students has
certain drawbacks
Not sure about the positive impact of dialogic teaching on the development of communicative competence in higher
education students
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Figure 4.
The result of the formation of communicative competence in higher education students in
the application of dialogic learning
Source: Compiled by the authors.
The successful implementation of dialogic teaching based on the communicative approach contributes
to the formation of communicative abilities in higher education students. This includes the
development of skills to use speech clichés, elliptical sentences, and phrases (89%), to independently
recognize direct and indirect strategies of the interlocutor's speech (83.3%), to aim at achieving high
learning outcomes (81.5%), to repeat part of what the interlocutor said to confirm understanding
(73.3%) and to realize their own mistakes in communication and use differentiated strategies to avoid
and prevent them (71.6%) (Figure 5).
To know
concepts and stable combinations in a foreign language
grammatical structures and language clichés typical of a foreign language
peculiarities of intercultural relations and business ethics in different countries of the
world
peculiarities of starting a business in different countries, as well as new trends in the
business environment
Be able to
organize, manage, and participate in a business meeting
talk within the framework of a given professional business topic
prepare an oral report or presentation on a business topic
organize, manage, and participate in business negotiations
participate in situational conversations and discussions within the framework of the topic
under discussion
read literature without a dictionary on business topics to obtain professional information
Have the skills
in
working with business articles to obtain and process information
presenting information in a foreign language on a specific topic
negotiating in a business environment
participating in a business meeting
The result of the formed lexical competence of students
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Figure 5. The advantages of dialogic learning in the process of forming communication skills in higher
education students based on the communicative approach
Source: Compiled by the authors.
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Development of critical thinking in higher education students
Promoting the development and improvement of cognitive
activity of higher education students
Targeting higher education students to achieve high learning
outcomes
Formation of the ability of higher education students to learn
continuously
Formation of a culture of interpersonal communication
Encouraging higher education students to learn actively
through games, practical activities, creative skills
Promoting the formation of a socially active personality
adapted to modern dynamic life and information culture
Promoting the development of speech skills
Formation of the ability of higher education students to
realize their own mistakes in communication and use
differentiated strategies to avoid and prevent them
Formation of the ability of higher education students to
independently recognize direct and indirect strategies in the
interlocutor's speech
Formation of the ability of higher education students to use
communication strategies to the situation of communication
Developing the ability of higher education students to use
speech clichés, elliptical sentences and phrases
Formation of the ability of higher education students to
repeat part of what the interlocutor said to confirm
understanding of what was said
Taras Shevchenko National University of Kyiv
Ivan Franko National University of Lviv (LNU)
V. N. Karazin Kharkiv National University
Oles Honchar Dnipro National University (DNU)
Kyiv National Economic University named after Vadym Hetman
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Halyna Kuznetsova, Alona Panasenko, Lubov Luchkina, Tetiana Zenchenko, Iryna Danylchenko
5. Discussion
The results of the study of the formation of communicative abilities in higher education students based
on the use of dialogic learning led to the following conclusions. Nowadays, the educational process
requires a combination of differentiated approaches to make learning fruitful and efficient.
Firstly, research reveals many advantages of dialogic learning that contribute to the development of
critical thinking and the improvement of cognitive activity of higher education students. Dialogic
learning also aims for higher education students to achieve high learning outcomes and form a culture
of interpersonal communication. Such training contributes to the creation of a socially active
personality adapted to modern dynamic life and information culture. It is useful in the development
of speech skills, as well as the formation of the ability of higher education students to realize their
own mistakes in communication and use differentiated strategies to avoid and prevent them. The
advantages of dialogic teaching are also in the formation of student's ability to independently recognize
direct and indirect strategies in the interlocutor's speech; use communication strategies to the
communication situation; use speech clichés, elliptical sentences, and phrases; repeat part of what
the interlocutor said to confirm understanding of what was said (Babu & Sridevi, 2018).
Secondly, the survey proves that the quality of the educational process when using dialogic teaching
will ensure the development of students' communicative competence. However, this will be possible
only if teachers use exercises to translate international words into their native language in the process
of dialogic communication; communicative exercises aimed at using the lexical material studied in the
language and close to the natural process of communication; exercises to compare words with their
definitions in the native or foreign languages, etc. (Coman et al., 2020).
Thus, in the process of developing communicative skills in higher education students through the use
of dialogic teaching, teachers and students will face differentiated problems following changes in
educational requirements for higher education students. An in-depth study will lead to increased
attention to improving the competence approach to the formation of communicative abilities in higher
education students through the use of dialogic learning.
6. Conclusions
As a result of the analysis of the system of forming communicative abilities in higher education
students based on the use of dialogic teaching, it was found that many problems require the use of
special methodology and research methods. The results of the study have shown that dialogic teaching
in the educational process ensures the formation of higher education students' ideas about active
teaching methods, the development of communication skills, and the acquisition of experience in
educational cooperation. This allows them to take an active position in the learning process and take
responsibility for their results.
It has been established that the formation of communicative competence in higher education students
depends on their ability to motivate, reflect, lexical activity, conscious use of speech clichés, elliptical
sentences, phrases, and lexemes, possession of a sufficient vocabulary, and proper use of professional
terminology in the process of communication. It has been ascertained that the main elements of the
communicative competence of higher education students are speech and communication skills that
ensure communication, and the use of vocabulary in differentiated types of communication activities.
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The introduction of dialogic learning can provide higher education students with the opportunity to
expand their communication skills and overcome communication anxiety. Dialogic learning allows
many higher education students to engage in dialogic interaction during the learning process. This, in
turn, contributes to the accumulation of knowledge and also promotes the receipt of differentiated
information from each other.
The practical significance of the study lies in the fact that the conclusions and recommendations
developed by the author and proposed in the article can be used in curricula to develop students'
communicative abilities through the use of dialogic teaching. Promising areas for further scientific
developments in this area are the study of foreign best practices in the formation of communicative
skills in higher education students through the use of dialogic teaching. Further research can be aimed
at improving the curriculum to increase the use of dialogic teaching by teachers as a means of
developing communicative skills in higher education students. This will stimulate the educational
sphere and improve teaching activities in the process of forming communicative competence in higher
education students through the implementation of dialogic learning.
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